RTi2: A Response To English Learners’ Academic and Linguistic Needs
TIER 1: Core Instruction; Support Services, and prevention of failure; General Education with in-class small group reteaching/intervention; adjustments to General Education
Considerations:
a) Effective ELD should provide explicit teaching of features of English syntax, grammar, vocabulary, and pronunciation in meaningful contexts.
b) Exam the match between curriculum demands and level of English proficiency to provide appropriate access to content.
c) Research findings indicate that primary language reading instruction a) develops first language skills, b) promotes reading in English, and can
be carried out as children are learning other academic content in English.
d) If primary language instruction is not available, classroom re-teaching (i.e. small-group intervention) and support should use preview-review in
primary language.
e) In attempts to construct L2, EL will use L1 and mix grammars. This “language interference” or transference is common.
f) Silent period may be longer for students with L1 delays. Respond and don’t wait.
g) EL may have developed receptive in English and both receptive/expressive in primary language. Expect vocabulary domains to develop
unequally. Need to assess both languages to get a true understanding of what the student knows.
h) Language assessment (CELDT) may indicate beginning levels in both languages. A popular school recommendation is to place in ENGLISH
ONLY. It is better to place in primary language instruction or support to be able to bridge the receptive home language to English.
i.) Directly teach transfer of skills; we should not assume that this is automatic.
j) Language and culture are viewed as an additive resource to plan lessons.
k) Teacher’s response to “lack of progress” should be immediate and not “wait and see”.
l) Use of instructional aides is dependent on their level of training. In other words, don’t give the lowest EL to the individual with the least amount
of training.
m) Universal screenings (commercially produced), especially in primary grades, do not take into account developmental language levels of the
variety of English Learners.
n) ELD standards are used throughout the day to provide pathways to academic standards.
o) Team needs to understand normal progression of English Language Development in order to not overestimate the amount students who should
go to Tier 2 and to examine ELD program implementation.
p) If tier 1 instruction is on target, 80% of students will respond to instruction and will not necessitate Tier 2 intervention.
Guiding Questions:
Site
1. How has general education instruction considered the cultural and linguistic need of the EL? (ELD and content areas)
2. Are the core materials and activities you plan matched to the EL population?
3. Is instruction targeted to student’s level of English proficiency?
4. How much consistency and integrity of delivery do you have within a grade level?
5. How has the pacing been adjusted for ELs?
Created by Magdalena Ruz Gonzalez, 2011
RTi2 for English Learners
Multilingual Academic Support Unit, Curriculum and Instruction, Los Angeles County Office of Education
RTi2: A Response To English Learners’ Academic and Linguistic Needs
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How prepared is the teacher to meet the needs of the English Learner? (beyond “EL authorization”)
What specific strategies for ELs have been used?
How has primary language been used to support learning?
How is assessment used as part of the instructional process throughout each lesson?
What baseline data has been gathered?
What were the results of classroom differentiation or interventions of 6-8 weeks?
What specific Tier 1 interventions have been implemented and documented that address appropriate linguistic and culturally appropriate
instruction?
Do you have a person on the RTI Team that is well grounded in the research on EL?
Who has collaborated to identify problem area, identified intervention solutions, investigate student background, and monitor progress?
How have the parents been involved in the addressing of the problem?
How are site administrators monitoring the performance of EL at Tier 1 Intervention?
What funds will support Tier 1 activities to adequately address the needs of ELs?
Student Background
18. What was the student’s last grade attendance in the native country?
19. How many years has this student received instruction in the USA?
20. Have there been any gaps in the educational history?
21. What is the student’s level of academic and linguistic proficiency in the native language?
22. What types of code switching does the EL display? Is he/she effective?
23. Has language loss been considered?
24. Was this student an infant bilingual?
25. Are both languages monitored regularly?
26. What were the EL preschool experiences?
27. How does the target EL compare with other peers?
Created by Magdalena Ruz Gonzalez, 2011
RTi2 for English Learners
Multilingual Academic Support Unit, Curriculum and Instruction, Los Angeles County Office of Education
RTi2: A Response To English Learners’ Academic and Linguistic Needs
TIER 2: Supplemental; Core Replacement with Intervention; Small Group Setting outside of general education/ double block/
core replacement
Considerations:
a) Strategic interventions should specifically address the instructional areas the EL is doing poorly in.
b) A specialist or teacher that is highly trained should provide interventions.
c) Use of primary language for targeted instruction should provide data needed to determine “language difference” versus “learning disability.
d) SBE adopted intervention programs should address the language needs of EL.
e) Assessment data is analyzed to determine progress in learning.
f) Intervention in L1 is supported by research (i.e. receptive vocabulary in English was enhanced when words were first taught in Spanish).
g) Intervention in L2 is supported by research (i.e. develop listening/speaking before introducing print; lexical work is done with familiar concepts
and language).
h) Stuttering, hesitations, repetitions may occur at the beginning levels of English with no history of the occurrence in L1. Students don’t need
therapy. Teachers need to examine to determine if high anxiety classrooms. Children who may have outgrown these manifestations in L1 but
reoccurrence are observed in L2, may need therapy. Parent interviews will rule out cause.
i) Intermediate EL may “fossilize” at this level as further language development is halted in many ELD programs.
j) At the intermediate level of English proficiency, more referrals occur for EL. This is the thinking: since students can speak “English”, language
assistance as an intervention has been provided. Thus, if the level of reading and writing is not at grade level, then perhaps there is a handicapping
condition. Testing in L1 may also yield low results (actually language loss) and confirms the assumption that the EL is disabled. An over
representation of EL thus occurs when tested with formal measures. This
k) Adhere to all of Tier 1 as best practices for differentiation.
l) 15% of students will respond at this level and will not necessitate Tier III.
Guiding Questions
Site
1. How does the master schedule address uninterrupted double blocks of time for interventions?
2. Will instruction/intervention be a core replacement or small group instruction during school time?
3. Are there specific criteria for the placement and exit of ELs in intervention programs? Does it address language proficiency domains?
4. If intervention is outside of the day, how will you guarantee that students will come (before/after school/Saturday)?
5. What adjustments can be made to ensure that if the EL is recycled back to Tier 1and that general education will support his/her needs?
6. Are teachers, language tutors, specialists, etc aware of the English Learner’s language and cultural background?
7. How has primary language instruction been documented for targeted intervention to determine “language difference” versus “learning
disability”?
Created by Magdalena Ruz Gonzalez, 2011
RTi2 for English Learners
Multilingual Academic Support Unit, Curriculum and Instruction, Los Angeles County Office of Education
RTi2: A Response To English Learners’ Academic and Linguistic Needs
Student Background
8. What areas does the EL respond to in intervention?
9. Do work samples exhibit the same problem across content?
10. What test modifications/ interpretations take into account the EL language proficiency levels across the four domains of listening,
speaking, reading and writing in progressing monitoring?
TIER III Interventions and Instructional Placement outside of General Education
Considerations
a) Intensive Interventions use SBE adopted programs that are designed for ELs.
b) Multidisciplinary teams need training and experience in differentiating language differences from learning disabilities from the available
student data.
c) Special Education Interventions continue with differentiation.
d) Adhere to all of Tier 1 and 2 linguistic differentiations.
e) 2-7% will need Tier 3 level of intervention throughout most of their educational experience.
Guiding Questions
1. How has the ELL Specialist collaborated with intervention teachers?
2. Hoe does the EL differ from peers in level of performance across time?
3. How has the site administrator as part of the RTI Team collaborated to identify problem area, identify intervention solutions, investigate
student background, and monitor progress?
4. If RTI intervention results of analysis reveal a “suspected handicap”, how will the team ensure that the primary language is used in
cognitive and academic testing?
5. How will the district obtain a qualified examiner?
6. Who will ensure that at the IEP development the linguistic needs of the student is included?
7. What training does the teachers have to address the unique needs of an EL with special needs?
Created by Magdalena Ruz Gonzalez, 2011
RTi2 for English Learners
Multilingual Academic Support Unit, Curriculum and Instruction, Los Angeles County Office of Education